The Persistence of Teacher-Induced Learning
构建了一个学习统计模型来测量教育效果的持续性，并用北卡罗来纳州数据发现教师引发的学习效果在一年内消退四分之三以上。
Abstract This paper constructs a statistical model of learning that suggests a systematic way of measuring the persistence of treatment effects in education. This method is straightforward to implement, allows for comparisons across educational treatments, and can be related to intuitive benchmarks. We demonstrate the methodology using student-teacher linked administrative data for North Carolina to examine the persistence of teacher quality. We find that teacher-induced learning has low persistence, with three-quarters or more fading out within one year. Other measures of teacher quality produce similar or lower persistence estimates.